Influence of Single Parenthood on Academic Performance of Students in Secondary Schools in Tanzania: A Study of Rungwe District in Mbeya region, Tanzania

Abstract

This study looked at the impact of single parenthood on Tanzanian secondary school students' academic achievement. Both quantitative and qualitative approaches were employed in the study, in collaboration with a cross-sectional survey research design, to capture the real-life experiences of the participants. For the foundation of this investigation, the family system theory was adopted. A total of 100 respondents from intact and single-parent families participated in the survey, which was conducted in Tanzania's Rungwe district. Data was gathered through the use of questionnaires and document reviews. Comparing the academic achievement of students from intact and single-parent households in Rungwe District, Mbeya Region, was the aim of the study. The results of the four subjects under comparison indicate that students from intact families outperformed pupils from single-parent households in every subject. Both male and female pupils from the two household systems performed differently, according to the study. In order to help students from single-parent households overcome their emotional challenges, counselors should offer the required help and psychological support. Additionally, parents must continue to be educated on the significance of the home environment for children's development. This is essential so that parents may comprehend the ramifications and effects of parental separation and use all available resources to reduce the issues that result from the circumstance. Finally, in order to guarantee that children receive the essential advisory services, school counselors should be hired by educational institutions, and proper oversight should be established.